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Teachers can face many different types of students. Mostly students are respectful and good learners, but occasionally, there are students that persist in making the teacher’s life hard work. These are the times when the teacher must use classroom management to overcome any such problems. A teacher can deal with difficulty, but these issues must be dealt with sufficiently without disruption to the other students who are willing learners. A teacher studies how to teach and be proficient in their profession but can easily come undone by a disruptive student. This is where the rest of the class can be disturbed and all the teachers’ quality lesson planning comes to an abrupt delay in proceedings. In this essay, I will highlight problems in the classroom and provide ideas to help minimize bad discipline.
To begin with, it is important for the teacher to instill good discipline in the class. They must start off by getting to know the students. The teacher can greet the students as they come in; this may spot potential trouble makers. The teacher must learn all students’ names as soon as possible – within the first three days of school. The teacher needs to establish a routine in his classroom as soon as possible. The teacher should have a plan that incorporates what they expect from the students as well as expectations of themselves. The teacher should have a few (three to five) basic overarching rules in place to help govern student behavior in the classroom. The students should know and understand the rules. These must be taught and reinforced as if they were curriculum, repeating them often as needed. All of these rules should be practiced from the off. From day one, the teacher should have a classroom management plan and stick to it. The teacher can not have double standards, what the teacher says, they should maintain. The teacher when possible could even involve their students in developing the rules. Above all, the teacher needs to be regimented if they are to make sure each lesson is not inhibited by any disruptive students. They can set homework and check to see who has done it. This will show who is willing to learn. All work must be checked thoroughly. If the students see that they can get away with poor behaviour they will do it. For example, if a student’s behaviour steadily gets worse and worse, with no discipline given by the teacher, the one time the teacher has reached their perceived limit, the teacher may have a hard task of trying to stop the behaviour which should not have been allowed to reach this level in the first place. The teacher should be aware of problem students and situations that may disrupt the class and put a stop to it before it escalates.
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Bibliographic Reference: Little, S. G., & Akin-Little, K. A. (2008). Psychology’s contributions to classroom management. Psychology in the Schools, 45, 227-234.
Problem/Background: The purpose of this essay is to summarise a research paper that focused on an ongoing problem of student behaviour in classrooms and teachers’ effective classroom management (CRM). The background for this research paper has been brought about due to severe incidents happening at US schools. There was also the added recognition that student behaviour in the classroom was of major concern within the teaching spectrum. Evidence of psychiatric disorders contributing to the lack of discipline was also brought to the fore. This led the researchers to produce a survey looking at the need for empirically validated approaches to classroom management.
Method/Procedure: The method used for this research was in the form of a nationwide survey of 149 teachers, mostly women (81%) with the majority being regular teachers with various levels of teaching experience and qualifications who were attending in-service training in science education. The teachers were surveyed on their use of important CRM principles. The categories of CRM regarded the teachers’ use of (1) Rules, (2) Reinforcement of Appropriate Behaviour and their (3) Response to Class Disruption and (4) Response to Chronic Offenders. Each of these categories was broken down into specific items. The results were reported as a percentage of teachers engaging in that specific procedure at school. The survey was piloted beforehand by a group of 10 teachers to ensure comprehension. Additional questions were also asked regarding corporal punishment.
Results: The results found that with Rules the majority of teachers (98%) were involved in their own rule making although the majority of teachers said there was a school wide discipline plan while few involved the parents (8%). Teachers’ use of verbal praise (97%) scored high within the category Reinforcement of Appropriate Behaviour. Response Class Disruption was not so high with a verbal reprimand and moving the child closer (both 83%) as methods the teacher engages in. Response to Chronic Offenders also scored lower percentages with privileges revoked (63%) and notes sent home (62%). With regard to corporal punishment, 47% reported corporal punishment was allowed in the school.
Discussion: The types of further discussion relating to the results of this research starts with recognising that the teachers all fully engage in CRM, while on the other hand there was still a high priority on having safe and effective schools. The survey also highlighted students wanting attention, be it through praise or even discipline. In addition, there was still a high percentage of teachers leaving the profession because of stress brought on by poor CRM. Furthermore, there was a need for group reinforcement and not solely on individuals. The researchers had to add that there could be a discrepancy with the results and what the teachers stated and reality may not be the same.
Conclusion: To conclude this short essay, (school) psychologists have recognised the need to be proactive in their response to discipline and recognise the teacher’s need for effective CRM procedures with attention to behavioural consultation and effective treatment. Psychology has helped with CRM but there is still a need for effective training to overcome unruly students and stress-related from this.
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